Penerapan Model Discovery Learning Untuk Meningkatkan Keterampilan Berpikir Kritis

Abstract

This study aims to improve students' critical thinking skills through the application of the Discovery Learning model in Natural and Social Sciences (IPAS) learning. The study uses a Classroom Action Research (CAR) approach conducted in two cycles. The research subjects were 34 fifth-grade students at SDN 224 Sijau during the second semester of the 2024/2025 academic year, consisting of 18 male students and 16 female students. The research instruments included teacher observation sheets, student activity observation sheets, and critical thinking skills tests. Data were analyzed using descriptive quantitative methods to assess improvements in the learning process and students' critical thinking skills. The results showed an increase in critical thinking skills following the implementation of the Discovery Learning model. In Cycle I, students' critical thinking skills were categorized as “adequate” with a classical achievement rate of 70.59%. In Cycle II, there was an improvement to the “good” category with a classical achievement rate of 91.18%. Student learning activities also increased from 72.35% in Cycle I to 87.65% in Cycle II. This shows that the application of the Discovery Learning model can improve students' critical thinking skills while creating more active, meaningful, and student-centered learning. Thus, it can be concluded that the Discovery Learning model is effective when applied in IPAS learning to develop students' critical thinking skills in elementary school. This study implies that teachers can use the Discovery Learning model as an innovative alternative learning strategy to support the achievement of 21st-century competencies.